Frosi, Nicoletta

Childminder

Unique reference number (URN): 2811536 Registered with Ofsted: 08/01/2025 Registers: EYR, CCR, VCR

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Children are progressing very well from their starting points, particularly in communication and language. Children are encouraged to be free thinkers, develop the physical skills they need and listen and respond to others, sustaining engagement in their interactions. Disadvantaged children, those with special educational needs and/or disabilities and those who have barriers to their learning are making very effective progress from their starting points. For example, when children require support, it is effectively given and received which helps to ensure the children are thriving. Children are very well prepared to transition effectively to their next stages, including school. Older children can confidently count to higher numbers than the younger children. The children are mainly with their key worker in small age- and stage-appropriate groups, which helps them to move through their next steps of learning and development organically. Children show a growing curiosity in their approach

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Achievement Strong standard

to learning. They show an enjoyment of exploring and are confident and independent, showing they are ready for school and beyond.

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Behaviour, attitudes and establishing routines Strong standard

The childminder has created a very kind and loving environment. The childminder and her assistants are extremely calm, speak respectfully and are affectionate towards the children, modelling behaviour extremely well. Routines are embedded, such as handwashing. Children are happy to play alongside one another, they share and take turns. They behave very well and help support one another throughout their day. For example, older children engage with the younger children when playing in the garden.

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Behaviour, attitudes and establishing routines Strong standard

Children have trusting relationships with the childminder and her assistants. The childminder and her assistants work extremely well with the parents, and they have formed a strong relationship with one another. The setting is full of warmth, encouragement, praise and positivity. Children are valued and consistently uplifted and nurtured, helping children to have high self-esteem. The children enjoy learning and ask for specific resources and toys, such as challenging puzzles. Any incidents of poor behaviour are swiftly addressed.

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Behaviour, attitudes and establishing routines Strong standard

Attendance and punctuality are very good. Children are well supervised and monitored, particularly at the appropriate times. The setting is harmonious and the children adore the childminder and her assistants, for example, they regularly seek out hugs and reassurance from them. The childminder and her assistants consider what is appropriate for the different age groups and provide resources and activities which are relevant and purposeful. For example, younger children play with dolls and farm animals, learning the names of the parts of the body and animals.

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Children's welfare and wellbeing Strong standard

The childminder and her assistants have very good procedures and routines in place and are robustly followed. Relationships between the childminder and her assistants are strong, creating a positive working environment. Physical health is regularly encouraged by the childminder and her assistants. The childminder has created a space which is welcoming, spacious and homely. The childminder and her assistants are very attentive to the needs of the children.

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Children's welfare and wellbeing Strong standard

Children are included and given responsibilities, and this helps them to feel valued. The childminder's assistant plans a healthy menu to encourage children's awareness of making healthy choices, such as exercise. Mealtimes are pleasant. All the children sit together and engage in conversations. Younger children learn new vocabulary, such as when asking for parmesan with their meal. The childminder and her assistants are highly effective in adapting their approach to best suit the needs of the individual children. Songs which incorporate values, such as waiting and sharing, are sung as they wait for others to join the table.

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Children's welfare and wellbeing Strong standard

Parents report that they are tremendously pleased with the childminder and her assistants, praising them for the great childcare they provide and for always keeping them informed about their children. They comment on the attentiveness of the childminder and assistants and the social skills their children have developed. Hands are washed regularly and nappy changes are completed as and when appropriate. Children are allowed to roam without footwear both inside and outside which, occasionally, may be a hazard to the children.

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Inclusion Strong standard

The childminder and her assistants are very familiar with the children, and any additional needs are identified early on. They use ongoing assessments to identify any emerging needs which informs their planning. This allows for any gaps in their learning to be addressed in a timely manner, and this helps the children to stay on track.

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Inclusion Strong standard

The childminder and her assistants are well trained and are aware of how to receive professional guidance from external agencies, such as speech therapists, should the need arise. Disadvantaged children are not made to feel any different from the other children and are encouraged to share their ideas.

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Inclusion Strong standard

Children are very well supported in their stages of development, and the curriculum is adjusted to fill any gaps in their learning. The childminder and her assistants make reasonable adjustments as and when it is required, to help support their learning and development. As a result, the children feel comfortable asking for help and asking questions, which promotes a culture of curiosity. Children are very well looked after.

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Inclusion Strong standard

Working very closely with parents allows for an open flow of communication, which helps children succeed, learn and grow. Families are kept extremely well informed and provided with advice on common childcare issues, such as discipline. The childminder and her assistants work hard to ensure the children are confident and school ready and transitions to school are smooth. A promotion of love and kindness is embedded, which helps the children feel valued.

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Curriculum and teaching Expected standard

Leaders understand child development and create a curriculum which helps children to reach their milestones and be ready for their next steps, including school and beyond. The childminder and her assistants reflect on what the children know and can do and typically adapt their teaching.

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Curriculum and teaching Expected standard

Children are given autonomy to choose their activities which enables them to learn through their own interests and encourages a love of learning. This is evident when children select books for the childminder to read, showing inquisitiveness and a love of books. The children remain focused, are curious and enjoy themselves. The childminder and her assistants are monitoring the children regularly, which helps inform their planning and they use their professional development and knowledge to help bridge any gaps in learning and development.

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Curriculum and teaching Expected standard

Communication and language skills are practised daily, enhancing the children's experiences in smaller groups which allows for more focused learning. Mathematics is taught through everyday routines and play, through building and tidy-up time, allowing for concepts to be introduced and practised regularly. Physical development is an integral part of the children's day, such as through riding bikes. Personal, social and emotional development is important to the ethos of this setting, kindness, turn taking, using manners and playing pleasantly together. Children with special educational needs and/or disabilities and those with additional barriers to learning are making positive progress from their starting points, and staff know how to bring about improvement for them. At times, assistants miss opportunities to extend the children's learning. Similarly, it is also not made explicitly aware to all children that a story is being read by the childminder, so an opportunity to learn is

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Leadership and governance Expected standard

The childminder and her assistants have a passion for the early years and are keen to learn and progress in their roles. The assistants are happy and feel supported by the childminder, and this filters down to the children, as they are happy and progressing. The childminder invites parents in for shows, and this helps strengthen the ties that she has with them and the children.

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Leadership and governance Expected standard

They also have external professionals visit and teach them new skills, such as a local dance teacher. These opportunities help the children interact with the wider community and help them become successful members of society. The childminder has a vision and ideas for the future of the setting and is hoping to create more learning opportunities for the children in the future. The childminder recognises that school transition can be particularly hard for children and has taken the initiative to introduce children to their new class teacher. The childminder ensures that the day runs smoothly and is hands on with her approach throughout the day. All children are considered, particularly those with special educational needs and/or disabilities and those with other barriers to learning. The childminder could further support her assistants by developing their communication skills needed to improve their interactions with the children. For example, at times, opportunities for discussions are

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children are making steady progress from their individual starting points because they are nurtured from the moment they arrive at the setting. Children are happy, cherished and showered with love and affection. They spend their time alternating between outdoor and indoor play, they are familiar with the setting and have the freedom to explore and engage in the activities, which are mainly child centred. Resources are readily available, they are inviting and age- and stage-appropriate, and, as a result, children are participating and engaging, which encourages a joy of learning.

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What it's like to be a child at this setting

Children are familiar with their routines, are encouraged to help during mealtimes and they are confident and independent, for example, when washing their hands. Children are thriving in this setting and are ready for school and their next steps. The childminder and her assistants are calm and caring and are great role models for the children. Children have autonomy to move around the setting, making choices for themselves, continuously building on their self-esteem, resilience and confidence.

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What it's like to be a child at this setting

Children are given time to think and respond, and one-to-one time is offered when required. Children behave very well and respond to the childminder and her assistants. For example, when children disagree, they calmly discuss together and help children settle their disagreements. Children who require additional support are helped early on. The childminder and her assistants work well with one another and have strong partnerships with parents, which is helping the children to succeed.

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What it's like to be a child at this setting

Children are enjoying their time at this setting and benefiting from a curriculum that promotes self-care, confidence and independence. Children are very well settled and love attending this setting. They have formed extremely close bonds with the childminder and her assistants and play and learn alongside one another joyfully. The resources are readily available to the children, they explore and engage in play in a purposeful way. This allows for them to be creative, develop their own ideas and follow their individual interests, which helps further their learning.

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Next steps

The childminder should strengthen assistants' interactions even further to enhance the quality and to consistently extend children's learning. The childminder should continue to support assistants to develop the skills needed to gain children's attention and be more confident in their communication with children.

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About this inspection

The inspector spoke with the childminder, her assistants and children during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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